Who was involved?

This case study examines the introduction and outcomes of the Think EQ Curious Conversations programme in higher education and public sector organisations between 2023 and 2024.

Unique to Think EQ, Curious Conversations is designed to introduce the concepts of coaching, how to embed coaching-style conversations into every day development programmes and ultimately create workplace cultures where peer coaching is the norm. 

(Some names have been changed)

Lauren, Student Adviser:

Lauren, a Student Adviser, was recommended the Curious Conversations training by her manager as part of professional development for all staff members. She sought to incorporate coaching into her role to empower students with decision-making skills. While she partially met her goals, Lauren looks forward to facilitating students in identifying their support needs and reducing reliance on advice-giving.

Lori, Student Adviser:

Lori, another Student Adviser, participated in the training as part of her employer’s initiative to implement a Coaching Culture within the Business School. With prior experience in career coaching, Lori aimed to empower students and promote positive outlooks. She found the training beneficial in increasing confidence in structuring meetings with students and plans to integrate coaching questions into her interactions.

Fiona, Delivery Partner:

Fiona, a Delivery Partner, recognised the potential of coaching to enhance team collaboration and solution-focused approaches. The training aligned well with her team’s goal of building capacity and fostering effective communication both internally and externally. Fiona intends to apply the coaching methods in exploring issues with external partner organisations and colleagues, aiming to empower them in their delivery journey.

Rachel, Delivery Partner:

Rachel and her team participated in the Curious Conversations training to improve stakeholder support and promote a coaching approach to their work. While Rachel had prior exposure to coaching methods, she found the training valuable in refining her skills and reducing advice-giving tendencies. She plans to incorporate coaching skills into her daily work to better support stakeholders and facilitate team collaboration.

What did participants learn from Curious Conversations?

Overwhelmingly, participants agreed that this was the right level for them. The sweet spot between basic coaching skills and a fully accredited programme, equipping them with the tools necessary to come at colleague development from a listening angle as opposed to an instructive one. 

Participants indicated that having an opportunity to practise their new skills under the supervision of an experienced coach and facilitator was very helpful. Feedback and observations were useful in reinforcing skills. 

Through the Curious Conversations programme, participants had the opportunity to learn about: 

• The Coaching Mindset
• Peer Coaching
• Levels of Listening
• What is a question?
• 7 Magic Coaching Questions
• Giving Feedback
• The Role of Empathy
• The Advice Monster
• Support and Encouragement

Evaluation and Impact 

Participants unanimously recommended Curious Conversations for its practicality, effectiveness, and applicability to diverse workplace contexts. They commended the trainers for their expertise and complimented the training programme itself for its structured approach and emphasis on practical application.

Participants expressed varying levels readiness to implement coaching skills in their respective roles. While some noted immediate improvements in confidence and communication, others highlighted challenges in immediate application due to the nature of their work or readiness of their clients/students. 

Conclusion

Overall, the Curious Conversations training programme has provided participants with valuable insights and tools to enhance workplace conversations and problem-solving approaches. By fostering a culture of coaching, organisations can empower their employees to facilitate positive change and achieve collective goals. 

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